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Other relevant theories about language development include Piaget's theory of cognitive development, which considers the development of language as a continuation of general cognitive development [21] and Vygotsky's social theories that attribute the development of language to an individual's social interactions and growth. [22]
Theory of language is a topic in philosophy of language and theoretical linguistics. [1] It has the goal of answering the questions "What is language?"; [2] [3] "Why do languages have the properties they do?"; [4] or "What is the origin of language?". In addition to these fundamental questions, the theory of language also seeks to understand ...
Some theories consider language mostly as an innate faculty—largely genetically encoded. Other theories regard language as a mainly cultural system that is learned through social interaction. Most linguistic scholars as of 2024 favor continuity-based theories, but they vary in how they hypothesize language development.
Social interactionist theory (SIT) is an explanation of language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist, Lev Vygotsky .
It makes the assumption that language is the result of a Darwinian adaptation. There are many competing theories of how language might have evolved, if indeed it is an evolutionary adaptation. They stem from the belief that language development could result from an adaptation, an exaptation, or a by-product.
Developmental linguistics is the study of the development of linguistic ability in an individual, particularly the acquisition of language in childhood.It involves research into the different stages in language acquisition, language retention, and language loss in both first and second languages, in addition to the area of bilingualism.
The theory has often been extended to a critical period for second-language acquisition (SLA). David Singleton states that in learning a second language, "younger = better in the long run", but points out that there are many exceptions, noting that five percent of adult bilinguals master a second language even though they begin learning it when they are well into adulthood—long after any ...
Some language acquisition researchers, such as Elissa Newport, Richard Aslin, and Jenny Saffran, emphasize the possible roles of general learning mechanisms, especially statistical learning, in language acquisition. The development of connectionist models that when implemented are able to successfully learn words and syntactical conventions [43 ...